An Analysis of State Requirements for College or University Accreditation in Music Education

Abstract

colleges and universities that prepare music teachers have been many and varied. This study attempts to organize some of the existing requirements in music curriculum and professional laboratory experiences on the state level ints some meaningful order.1 All states with a state supervisor of music are included in this study. In addition, information for New Jersey, which does not have a state music supervisor, was obtained from its department of education. A total of 34 states participated in the questionnaire study. A letter requesting assistance was sent to each of the states, and a f{>llow-up letter was sent to those that were slow in replying. All but one of the 34 states returned the questionnaires. The questionnaire sent to the New Jersey department of education was also returned. The first section of the questionnaire determined whether the state departments of education accredit colleges and universities in entirety or the specific curricula within the institutions. The data showed that 12 states (35 percent) accredit colleges and universities in entirety, and 15 (44 percent) accredit specific curricula. Six states (18 percent) do not accredit either institutions or curricula, and one state accredits both. All states that accredit specific curricula (including those that accredit both the institution and the specific curricula), indicated that this includes the area of music education. Several states indicated that they rely on other agencies for either all accreditation or for accreditation of teachers who have been educated in another state. The three most important agencies are the National Council for the Accreditation of Teacher Education (NCATE), the National Association of Schools of Music (NASM), and one of the six